Getting Started With. Blended Learning. Debra Bath and John Bourke

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Blended Learning

Getting Started With

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Griffith Institute for Higher Education Phone: (07) 373 55982

General enquiries email: [email protected] Web: www.griffith.edu.au/gihe

© Griffith University 2010 Apart from fair dealing as permitted by the copyright law of your country, this work may be reproduced in whole or in part for non-profit educational use, provided correct attribution is given. Abstracting with credit is permitted. Other uses

should be discussed with the copyright owner. ISBN: 978-1-921760-24-2

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Foreword

Griffith University has a long-standing and widely recognised commitment to the creative use of technologies for enhancing the quality of student learning. In 2007 the University made the strategic decision to develop and embed a blended learning strategy across the institution. This was an important step, for it recognised the inherent value in blending the best of face-to-face learning experiences with those enhanced by traditional and emerging technologies.

Our students across disciplines and year levels frequently tell us how much they value effective use of technologies in their courses. While they appreciate being able to ‘download lecture notes’ and ‘listen to podcast lectures’, the deeper challenge is to integrate technology into curriculum design and assessment as we continue to look for ways to engage students in meaningful, intellectually stimulating learning.

This practical resource is designed for academic staff who want to understand more about blended learning in their teaching and course design. It challenges you to think about the possibilities of blended learning, beyond simply

uploading lecture notes online. Using an inductive approach to planning, designing, implementing and reviewing your practice, this guide represents a practical, step-by-step approach to using blended learning in your curriculum. It will be particularly useful for those just starting to explore the possibilities of blended learning designs. It also includes suggestions that will be relevant to the more advanced user of technology in teaching.

I commend this resource to you and wish you well as you continue to push the boundaries in your use of technology to engage and inspire your students.

Professor Kerri-Lee Krause

Director, Griffith Institute for Higher Education Dean (Student Outcomes)

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Preface

If you are not sure about what blended learning is, or how to go about designing a blended learning course, you may find this document very useful. It aims to provide a description of blended learning in higher education, and to help you work through the necessary considerations in the phases of planning, designing and developing, implementing and reviewing blended learning. It aims to support you in asking the right questions and making the right decisions about blended learning for your course.

Good planning and design is vital for the success of any course, and you are encouraged to use the following sections in this guide to review principles and methods of curriculum design for blended learning before jumping to implementing technology in your course. We envisage that you may not read this book from front to back, but instead dip in and out of sections that are relevant to your needs.

This document primarily serves to help you in thinking about blended learning from a curriculum and pedagogical perspective. More technical information and support is provided via user guides (for both staff and students) relating to a range of blended learning tools and technologies on the Blended Learning Support site.

Where reference is made in this guide to any document or content hosted on the Blended Learning Support site, we provide directions rather than include the direct web link as this link may change after publication.

The Blended Learning Support site is available at:

https://intranet.secure.griffith.edu.au/computing/blended-learning-support For links to external sites the full web link is provided.

Key Terms

In this document the following terms and symbols are used: ¾ _{Course = unit of study / subject}

¾ _{Learning@Griffith = the learning management system used by the University} ¾ _{Program = the set of ‘courses’ that constitutes a degree (e.g., Bachelor of Aviation)} ¾ _{Program Director = Program Convenor}

¾ _{School = Department}

¾ _{= more information or further resources} ¾ _{= important tips, hints or issues to consider}

Acknowledgement

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List of Figures

Figure 1: Possibilities for blended learning. ... 4

Figure 2: The blended learning design process. ... 7

Figure 3: The constructive alignment model of curriculum design ...13

Figure 4: Blending of face-to-face and online learning and teaching activities ...17

Figure 5: The Wimba Classroom environment ...20

Figure 6: Active versus passive learning. ...25

Figure 7: Bloom’s taxonomy. ...26

Figure 8: Blended learning tools and purposes. ...28

Figure 9: Student view of a LAMS activity\ ...34

Figure 10: Course site map example ...46

Figure 11: Learning@Griffith course site menu examples ...48

Figure 12: Course banner example ...49

Figure 13: The 4Q model of evaluation ...63

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Section 1:

Blended Learning at

Griffith University

What is blended learning?

Griffith has adopted the term ‘blended learning’ as the principal means of addressing the use of Information and Communication Technologies (ICTs) to enhance its learning and teaching activities. In the Griffith context, the following definition is used to inform policy and practice in relation to blended learning:

Blended learning is realised in teaching and learning environments where there is an effective integration of different modes of delivery, models of teaching and styles of learning as a result of adopting a strategic and

systematic approach to the use of technology combined with the best features of face to face interaction. (Krause, 2007)

Why blend?

Blended learning is about effectively integrating ICTs into course design to enhance the teaching and learning experiences for students and teachers by enabling them to engage in ways that would not normally be available or effective in their usual environment, whether it is primarily face-to-face or distance mode. In many cases the act of “blending” achieves better student experiences and outcomes, and more efficient teaching and course management practices. It can involve a mix of delivery modes, teaching approaches and learning styles.

Advances in technology provide new opportunities for teachers to design and deliver their courses in ways that support and enhance the teachers’ role, the students’ individual cognitive experiences, as well as the social environment; three key elements in successful learning and teaching. Blended learning technologies can:

¾ Broaden the spaces and opportunities available for learning;

¾ Support course management activities (e.g., communication, assessment submission, marking and feedback);

¾ Support the provision of information and resources to students; ¾ Engage and motivate students through interactivity and collaboration. So it is not just about using technology because it is available; blended learning is about finding better ways of supporting students in achieving the learning objectives and providing them with the best possible learning and teaching experiences, as well as supporting teachers in their role (including the management and administration of courses). Of course, the integration of blended learning in courses will naturally vary according to such factors as: discipline, year level, student characteristics and needs, course or program learning objectives, as well as the academic’s approach to teaching, and confidence and experience in using technology.

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Examples of blended learning

¾ Managing the marking, entering and releasing of grades for a course with over 700 students using an online grade centre in Learning@Griffith creating efficiency and accuracy for multiple markers and the course convenor by reducing double handling, while giving students flexible and timely access to their results and feedback.

¾ _{Delivering a lecture to on and off campus students simultaneously using an online virtual classroom} tool helps to create a sense of community for the whole group and reduces workload for the lecturer by presenting only once.

¾ _{Small group problem based learning activities are managed more effectively and efficiently within a} large class by using an online collaborative workspace, allowing for greater transparency in group work assessment as well as providing an archive of resources for current and future students.

¾ _{Weekly online practice quizzes to support lecture and textbook material using automatic marking} functionality producing immediate and automatic feedback to individual students about their understanding of concepts and avoiding ongoing workload for the teaching staff.

The approach at Griffith

Griffith University has adopted “a more formal strategic view of how to optimise the use of technology in terms of facilitating the goals and objectives of Academic Plan 3: Learning for Success” (Blended Learning Strategy, p.1).

Supporting staff in developing knowledge and skills in blended learning approaches and in the design and delivery of quality blended learning experiences is therefore a key institutional priority.

This formal strategic view has led to the creation of a Blended Learning Strategy and Blended Learning Implementation Plan. It has also led to a number of university initiatives designed to provide a university environment capable of supporting and sustaining blended learning and to provide the necessary support, training and guidance to staff in pursuing a blended approach to their teaching. The initiatives include, for example, the appointment of a Blended Learning Advisor for each Group to provide specialist advice and expertise to help staff achieve their blended learning goals and facilitate the uptake of ICT in courses and programs.

Blended learning modes

Blended learning spans a continuum that covers a wide range of activities between conventional face-to-face interactions and those that are fully online. Griffith’s Blended Learning Strategy identifies three modes of operation to indicate the level of use of technology in learning and teaching. The University aims for all courses to achieve “Mode 2” status through its Blended Learning Implementation Strategy.

Mode 1 Technology is used to facilitate course management and resources for learner support. For example, to provide information and resources to students (e.g., lecture notes or recordings, assessment guidelines), and to perform basic administrative functions (e.g., announcements or course emails).

Mode 2 Technology is used to enrich the quality of the student learning experience through interactive learning activities beyond those attainable through face-to-face classroom interactions. For example, utilising technology to support communication and collaboration, assessment and the management of your course.

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For further information please read Griffith’s Blended Learning Strategy (2009)1_{and the} Blended Learning Implementation Plan (2009)2_.

You may also want to consult Griffith’s policy on Course Catalogue, Coding and Other Course Attributes which describes the learning mode values and their definitions, see the Policy Library3_.

Where to go for academic advice, support and training

Academics are encouraged to take advantage of the wide range of professional development events, support, training and resources that are available to them, including:

¾ _{Griffith Institute for Higher Education (GIHE)} о Professional development programs4

о Blended learning elective course (7018GIH), which can be completed as a stand-alone professional development course or part of the Graduate Certificate in Higher Education

о Resources, Case Studies and Issues Papers on blended learning5

о GIHE Blended Learning Consultant – John Bourke ¾ Blended Learning Support site6_{, which includes}

о User/help guides for both staff and students on a range of tools and technologies

о Information regarding training and advice on the practical use of ICTs for learning and teaching ¾ Blended Learning Advisors (BLAs)

о Arts, Education and Law (AEL) – Karin Barac о Griffith Business School (GBS) – Catherine Hodgson о Health – Ganeshan Rao

о Science, Environment, Engineering and Technology (SEET) – Nicole Wall ¾ Educational Designers

о GBS Educational Designer – Vikki Ravaga о Information Services (Learning and Teaching)7

To find the contact details for any of the above people, search the University phonebook available at:

http://www.griffith.edu.au/search/

Contact your relevant Blended Learning Advisor to identify specific support and training opportunities within your School or Group.

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Blended learning possibilities

In some ways, blended learning is not new. For all courses there has always been an element of ‘blended learning’, where different modes of delivery are utilised. Think, for example, of a traditional face-to-face course where there are some on-campus lectures and tutorials, independent study through textbooks and readings, library research and other activities. But the term ‘blended learning’ nowadays primarily means integrating the use of technology in course design and delivery.

Taking a blended learning approach to your course can be used to support face-to-face teaching, large group and small group learning, self-directed learning, communication between the teacher and individual students or groups of students, as well as between students themselves. You can “blend” time (e.g., face-to-face vs. recorded lectures), place (small group tutorial on-campus vs. online discussion forum; traditional field trip vs. ‘virtual’ field trip using web sites and online chat with industry personnel), people (podcast of guest lecturers, or virtual classroom to include both on-campus and off-campus students), resources and activities (textbook vs. online readings; in-class vs. online quiz).

Figure 1 illustrates just some of the possibilities for integrating blended learning into your course.

Figure 1: Possibilities for blended learning

Traditional, face-to-face learning and teaching experiences Off-campus, virtual learning and teaching experiences

- Small group work - Discussion - Debate - Role Play - Project work F2F Student Collaboration - Exam - Project - Observed performance - Essay - Oral/viva voce - Product development Assessment - Textbooks - Readings - Workbook - Lecture Notes - Academic calendar Student Resources - Lecture - Tutorial/Lab - Seminar/workshop - Practicum - Study group

F2F Learning & Teaching

- Notice on office door - Announcement in lecture - Formal letter - Teacher-student consultation Teacher/Student Communication - Reflective Journal - Study - Reading - Practice questions Individual Student Activities - Discussion, debate, role play (using discussion forum or virtual classroom) - Small group work (using a wiki or online meeting room) - Creating and sharing learning resources (using mind maps or social bookmarking sites) Student Collaboration - Online test - Electronic submission of student work - Wiki, blog and other individually or group created work

Assessment

- Course Reading - Online Study guide - Web link - Online self-paced activity - Online calendar Student Resources - Recorded lecture - Webcast - Online virtual classroom Online Learning and Teaching - Email - Announcement - Discussion forum - Online chat (synchronous)

Teacher/Student Communication

- Reflective journal (using a blog or wiki) - E-portfolio - Online practice quiz

Individual activities BLENDED LEARNING BLENDED ENVIRONMENTS

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There are so many possibilities; do I have to do it all?

Good practice in blended learning (and operating in “Mode 2”), doesn’t necessarily mean adopting a wide range of technologies for a particular course. It can mean simply using a few tools, but in effective ways in order to achieve quality in teaching, learning and/or course management.

For example, a teacher may upload lecture notes (and perhaps lecture recordings) on their course site, regularly use the announcement and email functions, and include other information and resources on their course site. This would be considered more like Mode 1 blended learning. However, the teacher may also integrate the use of a discussion board in their course design, including a number of different forums such as a Question and Answer forum between teacher and students, an informal ‘students only’ forum, as well as a number of topic forums relating to different components of the course where students are required to post comments that form part of the assessment task/s. This would be considered a Mode 2 example of blended learning.

Where to next?

As with the design of any aspect of curriculum, starting first with the course aims and learning objectives and considering how to best support students in achieving quality learning is crucial. In the following sections, we provide guidance in the planning, designing and developing, implementing and evaluating of blended learning approaches.

Endnotes

1 Blended Learning Strategy (2009) – http://www.griffith.edu.au/__data/assets/pdf_file/0007/197143/ BlendedLearningStrategy.pdf

2 Blended Learning Implementation Plan (2009) – http://www.griffith.edu.au/__data/assets/pdf_file/0006/180879/

Blended-Learning-Imp-Plan-FINAL_May09.pdf

3 Policy Library – http://www62.gu.edu.au/policylibrary.nsf

4 GIHE professional development – http://www.griffith.edu.au/gihe/professional-development-programs

5 Resources, Case Studies and Issues Papers – http://www.griffith.edu.au/gihe/teaching-learning-curriculum/blended-learning

6 Blended Learning Support site – https://intranet.secure.griffith.edu.au/computing/blended-learning-support

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Section 2:

The Process of Blended Learning

Introduction

This section offers advice and guidance for staff in the process of designing and implementing blended learning in university courses and curricula.

Taking a considered and programmatic approach to designing technology-enhanced learning experiences is crucial to the ultimate success of such experiences, particularly in relation to quality learning. As with any curriculum, the learning and teaching activities need to be meaningful and relevant for the students’ learning. They also need to be clearly valued and supported by the teacher, and well integrated into the whole course experience. “Too often the opportunities and advantages of the use of technology in the learning process are poorly exploited” (Oliver & Herrington, 2003, p.111). Ideally blended learning experiences should be participative, not just interactive (Wild, 2007) so that the processes of cognition and collaboration are both enhanced; “thinking and working together creates learning” (Allen, 2010).

Therefore, good preparation and decision-making is essential not only for efficient use of your time in the construction and maintenance of your resources, but also for the creation of quality learning experiences for your students.

Improving

Planning

Designing

Implementing

Reviewing

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Designing for blended learning requires a systematic approach, starting with: 1. Planning for integrating blended learning into your course, followed by; 2. Designing and developing the blended learning elements;

3. Implementing the blended learning design;

4. Reviewing (evaluating) the effectiveness of your blended learning design, and finally;

5. Planning for the next delivery of your course then involves improving the blended learning experience for both staff and students.

Obviously, such a process is not often neat and linear, particularly as the design of a course or elements of a course tends to occur at the last minute or sometimes even once a course has already begun! However, it is useful to keep this approach in mind, with the principles and considerations that are involved in each of the stages, even if you end up moving to and fro between the stages throughout the overall process.

The following sections describe each of the stages outlined above, and include guidelines, tips and links/ references to additional resources such as “how to” guides for using a range of blended learning technologies.

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2.1 Planning

Planning is the first stage of the design process. At this point you should think about a number of critical considerations before jumping in to designing the blended learning components of your course. For example, are you developing a new course, taking on an existing course or redesigning a course you have previously taught/convened? What is the broader context for your course, in terms of the program, school, faculty, professional bodies, or the community and what influences do you need to take into account? Finally, what is the typical student cohort like for this course, and are there particular student or group needs you should consider?

The elements of a course (content, resources, activities, assessment) are designed in order to support quality student learning.

So a good starting point for the planning process is to consider “What so students do when they are learning well in this course?” and “What do they need to support this learning?” In order to answer these questions, you should consider the following:

What is your situation?

If you are designing an online course, visit the GIHE Good Practice Guide to “Going Fully Online” at:

http://www.griffith.edu.au/gihe/teaching-learning-curriculum/ blended-learning

¾ If you are developing a new course:

о We suggest you first take a look at some general curriculum and course design guidelines. Visit:

http://www.griffith.edu.au/gihe/learning-teaching-resources/curriculum-design, and in particular the “How to Write a Course Profile” guide which includes key aspects of curriculum design. о It will be important to have course aims and learning objectives set before

considering blended learning opportunities for your course.

о It is important to ask yourself “What do I want my students to learn by

undertaking this course?” Begin by asking the following:

■ “At the end of my course what should a student demonstrate? – that is, what are the knowledge, skills, and attitudes that students should achieve?”

■ “Which of the University’s Graduate Attributes are relevant to the knowledge, skills and attitudes I would like the students to achieve?

(For more information on the Griffith Graduate Attributes, visit:

http://www.griffith.edu.au/gihe/teaching-learning-curriculum/ graduate-attributes)

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■ What learning and teaching activities would best support the students’ learning?

■ How might the students demonstrate their learning and achievements?

о Once you have a set of course aims and objectives you can then start to consider ways in which you might integrate blended learning in the design of the course.

■ Why do you want to use the online learning environment?

■ How do you want to use the online learning environment?

¾ If you are taking on someone else’s course or redesigning your own course, you need to think carefully about the current course practices. Take time to review the course.

о Go back over the course aims and learning objectives, teaching and learning activities, and assessment tasks. Are all these elements aligned and do they make sense in combination? For example, do the assessment tasks actually allow students to clearly demonstrate the learning objectives and do the learning and teaching activities specifically support the students’ development of the learning objectives?

о Undertake a content inventory - what resources are you using? And in what format do they exist (print, online, audio, video, etc)? Have students had any issues accessing a resource? Could this access be improved?

о What are the current teaching strategies? Identify what is valuable and that which you do not want to lose in moving online.

о What existing online strategies are you using? (e.g., Learning@Griffith tools and functions, or other web sites, technologies, etc).

■ How are you currently using the course site on Learning@Griffith? How have the previous students used the site? Did experiences meet expectations for both you and students? о What have your experiences been in managing the course? Are there any aspects that you would

like to improve either from your own or your students’ perspective? (e.g., assignment submission and handling, course communication, assessment guidelines, certain activities or content). о What was the student feedback from the previous iteration of the course? What worked well, what

could be improved, what do you want to do differently and why? It might be adapting some aspect of the course to blended learning mode may help address some issues or problems that you and the students experienced. For example, increasing student numbers may mean that a particular learning activity is no longer feasible in its current form. This may be a good opportunity to adopt a blended learning approach.

What is your course context?

¾ Course-level considerations

о What are your current teaching environments? Across multiple campuses? Lecture theatres, tutorial rooms, laboratories, industry/community locations?

о Teaching team – who will be contributing to the development of this course and its resources? Who will be teaching it? What are the respective roles of the contributors to each of these tasks? What time commitments are involved in development and/or teaching? How long will these staff remain with the course? What teaching experience and level of technical knowledge/ skill do they have? о Will a blended learning approach improve student learning outcomes? That is, are you using

technology for a clear purpose or just for the sake of it?

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Planning

о Will the blended learning technologies be sustainable? In the short-term, medium-term and long-term future?

¾ Program, School, Group influences

о What is the current ‘culture’ regarding teaching and learning in my School/Faculty? Will blended learning ‘fit’ within this culture?

о Is there the infrastructure or resources to support the technologies?

о Identify whether there are any program, school, faculty or Group-based requirements that may influence your design work such as a Minimum Requirements directive (for example, the Griffith Business School (GBS) Lecture Recording Initiative). Your Blended Learning Advisor and/or Program Convenor will be able to tell you if there are any requirements that need to be considered by you.

о Are there industry or professional standards which impact on what you include in the course, and how you include it?

о Identify where your course fits within the broader program of study and check other courses to achieve balance and cohesion with such things as assessment due dates and use of technologies.

Who are your students?

It is always crucial to ask whether the particular ‘blend’ is appropriate for your audience, as there is a range of characteristics that raise different issues which can impact on the success of your blended learning design. ¾ _{Year of study – 1st year students or later year students}

о Have your students already experienced blended learning in their program of study? What level of skill or familiarity do they have with technology in learning? For example, if students were introduced to Discussion Forums in their first year, you could consider designing a more advanced use of this tool as they already will have developed some basic skills in using the technology. However, if it is likely that your students will have little experience using technology in learning then you need to consider working at a basic level when designing blended learning elements for your course.

¾ _{Class numbers – is it a large class or a small class?}

о The number of students you have in a class can both constrain and provide opportunities for the use of technology.

■ For example, with the use of instant chat 10 students might be ok as conversation can be open and easily moderated, but with 50 students moderation and management becomes very important and can take away from your capacity to engage in a meaningful way with the students. Having a tutor or assistant to support the moderation process may be helpful, or you may want to break the larger group into smaller discussion groups. Alternatively you could use a discussion forum, which allows you to structure and moderate the student interaction more easily with such numbers.

о There is a range of ways that you can use technology to make learning and teaching with a large class more efficient and effective. See, for example, the sections on “Student Activity and Collaboration” and “Management and Administration”.

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¾ _{Student type – do you have international students, students from a low socio-economic background,} students with disabilities, mature age students, or students with work/family commitments?

о Language

■ To support ESL (English as a second language) students consider recording your lectures (they often find it useful listening at their own pace and/or several times for clearer understanding).

■ On one hand ESL students’ written English is often better than their spoken English so group work online can provide a better means for communication, however you lose the nonverbal and face-to-face communication cues and interpersonal exchanges that can help to make it a positive experience.

■ Be aware of the support services available at Griffith for students, such as the Griffith English Language Institute (GELI)1_.

о Accessibility

■ It is important not to assume that all students will have access to a range of technology, for example, a broadband internet connection, the latest mobile devices, or a high-end computer. Whilst access is often high it is not often 100% and more over students’ skill level varies considerably.

■ Consider how easily aspects of your course can be adapted to suit students with disabilities (e.g., hearing-, vision-, or physically-impaired).

о Experience and Motivation

■ Will students be familiar with certain technologies already? If not, how might this impact on their motivation and ability to engage with those elements of the course? It is important not to jump to the conclusion that all young people are familiar with and enjoy using technology, just as it is important not to assume that mature age students will have little or no experience with technology.

■ If you have time consider finding out in advance your students’ experience with technology (e.g., survey students in one semester before designing new blended learning elements for the next iteration).

■ Remember to provide time and resources for students to gain familiarity and the required skills to use the particular technology before they have to formally engage with it.

For information on the legislative requirements, guidelines and useful resources to assist with the development of accessible learning and teaching materials, visit the:

Ü Blended Learning Support site > Accessibility

Endnote

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2.2 Designing and developing

Once you have reviewed the Planning considerations you can move to designing the blended learning components for your course.

First it is worthwhile briefly reviewing some general design principles which are presented below. You need to keep these principles in mind when either developing an entire course or developing a smaller component in blended learning mode. Then we will discuss a range of ways in which you can integrate blended learning experiences in your course in the key areas of communication, activity and collaboration,

assessment and the management of your course.

General design principles

1. Course learning objectives (and including relevant Graduate Attributes), teaching and learning activities, and assessment tasks need to correspond with each other. о That means (1) course resources and learning and teaching activities need

to directly support students achievement of the stated learning objectives, and (2) assessment tasks need to be congruent with the activities and the objectives, and they need to allow students to demonstrate those learning objectives. This is called “constructive alignment” (Biggs, 1999).

Teaching and learning activities Learning

objectives outcomesAssessed

Figure 3: The constructive alignment model of curriculum design 2. Activities should be purposeful, and where appropriate and possible, authentic.

о Authentic assessment tasks mirror as much as possible relevant, real-world activities so that students can demonstrate their competency in a more ‘true-to-life’ setting.

3. Teaching and learning activities need to be clearly linked in time and content. о For example, the timing of tutorial or other learning activities should be

obviously connected to the lecture/module/topic progression.

о Any blended learning element should be clearly integrated with the content and the learning objectives of a course, and should complement the face-to-face and/or individual activities.

о Establish a clear sequence for engagement in content, activities and assessment tasks.

4. The workload for a blended learning course should not exceed that of a course in traditional mode (a 10 credit-point course equals 10 hours per week).

5. Keep in proportion the time, effort and resources involved in developing blended learning in relation to the impact or importance in the course. For example, don’t spend weeks designing and developing a small element of your course unless the pay-offs for you and your students are worth it.

The following questions might help you work through the design process and identify, in advance, any potential issues that need to be addressed.

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Specific design questions:

Broader course issues:

¾ What do I want to develop? ¾ Why do I want to develop it? ¾ What do I want students to do? Is it

compulsory?

¾ How will it help students’ learning? What role will it play in the course?

¾ Why would a student be bothered to engage in the blended learning elements?

¾ How will I know/measure if students have achieved the desired outcomes?

¾ How accessible is the technology for students? What costs, if any, are involved?

¾ What time is needed for planning, design, and development? (Including learning I need to do?) ¾ What organisational support is there for me? For the

students?

¾ Will other staff be involved, and in what ways? Will they need training and support?

¾ What are the workload implications for staff and students?

The following Blended Learning Design Worksheet may help you to map and align your objectives, assessments, teaching and learning activities and support resources.

Students struggle with, or drop out of, blended learning courses because: • The workload is too great – if blended learning and face-to-face

elements are not integrated but simply run parallel and independently from each other the overall workload is often far greater than when using only one mode of delivery. Keep student workload at an appropriate level.

• They are provided with inadequate or no support and/or are confused about what is required of them – ensure students are appropriately “oriented” to the course design and given clear guidelines regarding expectations and requirements.

• They experience problems with technology – high tech is often high risk, so make sure you have tested the technology from a student’s perspective and provided adequate information and support.

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Sec

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Designing and de

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Blended Learning Design W

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Learning objectives:

W

ays of assessing the objective (i.e., how can your students demonstrate the objective): Teaching and learning activities (that will support each objective):

Helpful resources

(e.g., web sites, guides, people/

contacts, examples, etc):

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Sample blended learning designs

Below are some specific examples of blended learning approaches to support students’ achievement of particular learning objectives. Even though these are specific examples the general approach could be applied to a range of contexts.

Example learning objective Blended Learning approach to support the objective

Identify and classify examples of parasitic mites.

Provide access to an image database from your course site that students can practice their identification and classification skills in their own time as additional to their organised laboratory activities.

Describe and interpret key therapeutic approaches to counselling.

Provide a counselling session video for each approach (these could be provided online as netcasts or YouTube videos). After viewing get students to post their responses to trigger questions through a discussion forum.

Recall key anatomical terms and definitions.

Weekly or end of module online quiz (either for revision or summative assessment purposes) in addition to lecture and text book material. Explore the use of matching or ordering question types as well as multiple choice questions.

Critically analyse different approaches to addressing a public health issue.

Consider a group work activity to facilitate student learning. For example set up a wiki for each group to allow students to work online collaboratively discussing and sharing their analyses and in working through to their preferred approach for presenting to class.

Browse examples of learning designs from a range of disciplines and contexts at: http://www.learningdesigns.uow.edu.au/

Whatever blended learning elements you choose it is important that they are integrated into the whole course experience.

As part of the design and development phase, consider creating a course map or plan that shows the elements of the course in relationship to one another and how they will be sequenced across the duration of the course. Figure 4 shows how several elements (face-to-face, online and assessment activities) work together to support the achievement of particular learning objectives.

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Sec

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Designing and de

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Lecture (Week 3) - Topic XYZ Face-to-Face-Elements

Online weekly quiz (Topic XYZ)

Online Elements

Mid-Semester Exam

(students demonstrate learning objective of ability to apply theory to real-world contexts)

Assessment

Discussion forum (trigger questions set from Text/Reading on Topic XYZ)

Contribution to Discussion Board (4 forums in total) (students demonstrate learning objective of ability to

apply theory to real-world contexts)

Tutorial (Week 3) - Topic XYZ

Figure 4: Blending of face-to-face and online learning and teaching activities

Following a constructive alignment approach, the above diagram shows how each element works together to support student achievement of particular learning outcomes – the teaching and learning activities (lectures, tutorials, online quizzes, discussion) are ‘aligned’, (that is, specifically designed) to support students’

achievement of the learning objectives, and provide the opportunity for students to demonstrate their achievement of the objective/s.

If you have already decided that you want to implement some particular technology or tool into your course keep in mind the general design principles and questions for reflection listed above. If however you want to incorporate blended learning into your course but are not sure where to start, you may find inspiration by consulting Figure 1 and considering the examples above.

Elements of course design:

Course curricula are often conceived of in relation to the following major components; content and resources, student activity and collaboration,

assessment, course communication, and management and

administration. The following sections will give you a brief guide to the

blended learning possibilities in each of these areas with links to additional resources.

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Content and resources

In a traditional course the content typically includes the topics of study and the materials associated with them delivered via face-to-face lectures and/or tutorials.

Utilising technology can allow content to be more accessible and flexible to you and your students. For example you can record a class session or host a class online and by putting documents online you can create immediate access to a whole range of materials and resources.

What content should I move online and what are the options for doing so? The following sections outline when and how you might incorporate online content in your course.

When putting course content online it is very important to consider the overall organisation and location of particular components. Students need to be able to predict where they will find different types of materials. If you have a number of content areas, make sure you have a clear and consistent rule for what is located in each one.

Lecture materials

Uploading lecture notes and presentation files to a course web site is a common practice and a very effective way to provide students with ongoing access to these resources.

When putting lecture materials online it is worth considering the following: ¾ File size and image compression;

¾ Timing and release of materials; ¾ Printing costs;

¾ Format and purpose of materials.

Because lecture materials often include images, diagrams or charts the file size can be very large. This can cause problems for both staff and students when uploading, downloading and accessing these files. There are a number of approaches you can take to deal with file size issues, including; compressing images, converting documents to a PDF format, or uploading to the Learning@Griffith content collection.

Unless it is absolutely necessary, consider converting your PowerPoint presentation into a PDF handout version that has multiple slides per page for uploading into your course site. This reduces the overall file size and printing cost for students and it automatically creates useable lecture notes which may help to encourage students to engage in active note taking.

Although it takes more time, some lecturers create a word document version of their PowerPoint presentation for the purpose of providing lecture notes. This allows the lecturer to purposefully design the lecture

notes according to what they want students to do in the lecture. For example you may wish to include some activities at crucial points in the lecture such as solving a problem, discussing an issue in pairs or brainstorming.

When providing materials in different file formats, such as PDF or PowerPoint, make sure that you include a link to the appropriate web site where students can download the software in order to access these files.

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To access the help guide, “Reducing image filesizes.pdf”, visit the:

Ü Blended Learning Support site > Using Learning@Griffith > Assessment tools > SafeAssign

For more information on the Learning@Griffith content collection, visit the:

Ü Blended Learning Support site > Using Learning@Griffith > Content tools > Content collection

Adobe Reader can be downloaded from: http://get.adobe.com/reader/

PowerPoint Viewer can be downloaded from the Microsoft web site: http://www.microsoft.com/downloads/ (search for “PowerPoint Viewer”)

Lecture recordings

The recording of lectures is fast becoming common practice in many universities. Generally, this means the recording of audio and whatever is projected on screen (e.g., PowerPoint slides).

Except for fully online courses, lecture recordings are not intended as a complete replacement for in-class teaching episodes. So, why would I record a lecture?

¾ Because I have international students in my class – when English is not their first language students can benefit from listening at their own pace and/or repeatedly to a lecture. This is because the cognitive load is initially very high for when students have to interpret in a second language what is said before even being able to comprehend and develop understanding. Of course other students will benefit as well particularly if the content is difficult or highly technical.

¾ _{For future reference – by recording a guest lecturer or industry speaker you can reuse the presentation} across future semesters or courses even simply as an additional learning resource.

¾ Students sometimes have good reason for not attending class. You can record your lectures and make them available only for a few days after each class to allow students to view the lecture and to keep up with the course, especially if it is critical for the following tutorial or lab.

¾ Study purposes – students can revisit a lecture during study period. Lecture recordings can be made available at an appropriate time during semester not necessarily after the actual lecture and not necessarily for the whole semester.

¾ To capture the first lecture of the semester where typically a lot of important information about the course is provided. Often some students are not able to attend this class. Making it available as a recoding may save you time in student consultation and provides the students with a valuable resource. An obvious concern for any teacher is that recording lectures may encourage students to not attend class and only view the recordings instead. However, viewing or listening to a recorded lecture takes as much or more time as a live lecture, and students will miss out on the opportunity for discussion with their teacher and fellow students. More over, if a teacher includes interesting and relevant group activities during class to support learning of the lecture material, students soon learn that missing a lecture is not so enjoyable or

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There are different ways of recording your lectures either ‘in situ’ or at your desk. To discover how to record your lecture, visit the:

Ü Blended Learning Support site > Using lecture capture

-For more information on making the most of recording lectures visit the quick guide “To record or not to record: Using lecture capture”:

http://www.griffith.edu.au/gihe/teaching-learning-curriculum/blended-learning For ideas on making lectures interactive for students, visit:

http://serc.carleton.edu/introgeo/interactive/index.html For ideas on facilitating effective note taking for students, visit:

http://www.tedi.uq.edu.au/largeclasses/popups/plan5.html

Virtual classroom

What is a virtual classroom? A virtual classroom is a real time, online classroom environment that allows individuals to use audio and video to present content such as a PowerPoint presentation to a live audience. Other features include interactive questioning (polls, quizzes, and surveys), small group “breakout rooms”, sharing applications and documents, and an e-whiteboard. Griffith University uses Wimba Classroom as its virtual classroom application, see Figure 8.

Virtual Classrooms are really useful for online courses, but are also effective in providing additional access to teachers (and other students) in blended/on-campus courses.

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Why would I use a virtual classroom?

¾ Because I want to present a lecture or keep a designated tutorial time when away from campus. ¾ To facilitate off-campus students in building a sense of community through live interaction using audio

and video.

¾ So that I can ‘bring in’ external guest speakers or industry professionals from the national or international arena without requiring them to travel to campus.

¾ Because I have a mixed cohort of on- and off-campus students but I want to allow opportunities for all students to interact as a whole group.

¾ For recording and archiving a class session, for example a student presentation or a guest speaker. ¾ To allow off-campus students the opportunity to present their work to the rest of the group in a live

setting. This can also be utilised for assessment purposes. ¾ To allow small groups of students to meet online.

¾ To facilitate student and supervisor communication and mentoring in RHD and work experience programs.

For access to a range of Wimba guides for staff and students, visit the:

Ü Blended Learning Support site > Using Learning@Griffith > Communication and collaboration tools > Wimba tools

Wimba.com user guides are available at:

http://www.wimba.com/services/support/documentation

Webcasts

A webcast is media (audio and video) broadcast over the internet. The idea is that users subscribe to webcasts and can access them using a computer and mobile digital devices, such as iPods or media players or smart phones. A good example of the use of webcasts is how radio and television stations often make their programs available as either podcasts (audio) or vodcasts (video).

Here are some examples of how teaching staff might use webcasts:

¾ _{To provide students with an easily accessible recording of lectures or other class presentations} (including student presentations);

¾ Record interviews with experts or other professionals for students to use; ¾ To provide existing audio or video content but in a readily accessible format.

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For more information on webcasts within Learning@Griffith, visit the:

Ü Blended Learning Support site > Using Learning@Griffith > Content tools > Podcasting

“7 Things You Should Know About Podcasts” (Educause Learning Initiative, 2005): http://www.educause.edu/node/156806

“White paper on lecture webcasting”:

http://www.cmu.edu/teaching/resources/PublicationsArchives/StudiesWhitepapers/ LectureWebcasting_Jan07.pdf

Information and links to free webcasting software:

http://www.webcastingzone.com/webcasting-articles/free-webcasting.php

Digitised readings/documents

You may already have a range of documents that you use in your course such as journal articles, book chapters, tutorial guides, work booklets, etc. Traditionally these would be made available to students in hard copy or students would be required to purchase them. Documents can now be digitised and made accessible online subject to copyright provisions. Digitising involves converting a document from a paper copy to an electronic format such as a PDF.

Why digitise?

¾ Because it allows easy distribution of documents. ¾ It provides timely and ongoing access for students. ¾ Documents are easily archived and stored for future use.

The university provides digitising services through the Digitisation and Distribution centre. For more information, visit the:

Ü Griffith Portal > Learning and teaching > Managing your teaching > Learning material distribution

If you would like help in uploading content to Learning@Griffith visit the help guides at: Ü Blended Learning Support site > Using Learning@Griffith > Content tools >

Course readings

For information on copyright matters, visit the:

Ü Blended Learning Support site > Using Learning@Griffith > Copyright When putting documents online it is worth considering the following:

¾ What do you expect to be read online? Consider this from the students’ perspective; ¾ Is it valid to be shifting the cost of printing to the student?

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¾ _{Don’t put material online unless you refer to it or integrate it into your course in some way. Tell students} what your expectations are of them and their use of the material. It is easy to upload a lot of readings or resources but this can be overwhelming for students;

¾ _{Remember to check for broken links at the beginning of the semester if any documents or online content} have links to other web pages. Ask students to report any problems;

¾ Be aware of copyright obligations and issues for all materials (including audio, video, images, etc); ¾ Be aware of firewall issues for students accessing resources on non-Griffith computers, particularly in a

government or other workplace.

Learning support resources

There are many existing online resources that you can utilise to support students’ generic skill development as well as students’ knowledge and understanding of course specific topics. You can include these resources as adjunct to the core course materials or integrate them as part of the official curriculum as tutorial-type activities which may or may not be assessable.

Learning object repositories

There are numerous repositories that contain sharable and reusable learning resources, often called learning objects (such as online activities, demonstrations, video and audio presentations) that you can freely

access and include in your course design. For example, a first-year nursing course might include a writing skills tutorial as well as an online tutorial and quiz to support students’ understanding of drug-receptor interactions. To view an example of a reusable learning object, visit: http://www.nottingham.ac.uk/nmp/sonet/ rlos/bioproc/drug-receptor/index.html.

By using such resources you save considerable development time and effort and can quickly provide students with additional learning resources that they can access at any time. By using the Learning@Griffith time-release functionality you can nominate when a resource is made available to students.

The library has access to several learning objects databases which you can search to find relevant resources for your course. Some databases are discipline specific and some are general. Visit:

http://app.griffith.edu.au/erd/search.php?main=S98081&sub=S127250

Searching for resources in database can take quite some time and effort so consider how much time you are prepared to invest and perhaps liaise with your Academic Services Librarian or Blended Learning Advisor for advice or ideas.

Generic skills

There is a number of learning resources available at Griffith University to support students’ generic skill development in areas such as:

¾ Library research and information literacy;

¾ Academic integrity (see also the “Assessment” section in this document); ¾ _Referencing;

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These resources are in the form of online tutorials, and can be accessed at http://www.griffith.edu.au/

library/workshops-training. You can recommend these resources to students for self-directed learning, or you can include them as part of the formal course teaching and learning activities. You may even choose to include the tutorial in your assessment program.

There are also a wide range of student resources available at the Griffith Library web site (as PDF documents). You could either link directly from your course web site to a relevant resource, or upload the document into your course web site (but remember to check for document updates each semester). Visit http://www.griffith. edu.au/library/workshops-training/self-help-resources. Topics include:

¾ Computing and internet basics;

¾ Researching (including subject/discipline-specific guides); ¾ Academic writing;

¾ _{Oral presentations;}

¾ Study tips and strategies (including note taking, time management and critical thinking).

Some faculties and schools have developed support resources which can be accessed by students in a range of courses and year levels. For example, the “GBS Resources Bank”, which is available in every GBS course site in Learning@Griffith, includes relevant information and resources for business students. For advice see your Blended Learning Advisor or Educational Designer, INS (L&T).

Many courses now include the Griffith Academic Integrity Tutorial in their curriculum. For instructions on how to embed this tutorial in your course site, visit:

Ü Blended Learning Support site > Using Learning@Griffith > Assessment tools > Academic integrity student tutorial

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Student activity and collaboration

Active engagement with course material is vital for learning. This is based on research that demonstrates how learning is not only more likely to occur but is more enriched (qualitatively better) when students go beyond the passive tasks of listening, reading or viewing. Active engagement can be facilitated through individual as well as collaborative activity as shown in Figure 6.

ACTIVE LEARNING

PASSIVE LEARNING

Perform a presentation - “do the real thing” Simulate, model or experience

Collaborative activities Participate in class/workshop Watch a demonstration Attend exhibits Watch video View diagrams Hear Read People generally

remember... People are able to...

Analyse Define Create Evaluate Demonstrate Apply Practice Define List Describe Explain 90% of what they do

70% of what they say and write

50% of what they see and hear

30% of what they see

20% of what they hear

10% of what they read

Figure 6: Active versus passive learning

Source: Adapted from http://www.edutechie.ws/2007/10/09/cone-of-experience-media/

Collaborative learning is based on the theory of ‘social constructivism’. This theory of learning views the individual’s learning taking place because of their interactions in a group. Class discussion, small group work and collaborative learning are all based on this theory. It is argued that student discussion develops students’ ability to test their ideas, synthesize the ideas of others, and build a deeper understanding of what they are learning. It also facilitates perspective taking, analysis of ideas, reasoning and critical thinking. Finally, such experiences can support the feeling of community and collaboration among students.

Student activity beyond the classroom should ideally involve a combination of both individual and collaborative activities, as well as both formal and supplementary activity and resources, to support students in their learning and achievement of the course objectives.

Why ‘blend’ student activity?

Some possibilities are:

¾ Because my student numbers are increasing and I can no longer manage the group work in class; ¾ So that I can provide my students with additional out of class skills-based practice or learning

opportunities such as practical exercises, quizzes, or academic skills tutorials;

¾ Because university management has cut my teaching budget and we can no longer provide the same amount of small class tutorial time;

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¾ _{To allow students the opportunity to interact with people beyond the university (e.g., industry experts,} workers in the field, overseas-based professionals);

¾ I want to find better ways of designing and managing group work to support students and to reduce my workload;

¾ _{So that I can utilise my students’ interest in technology to motivate them to learn;}

¾ I want to maximally support my students’ achievements of the course learning objectives without creating too much workload for the course teaching staff.

What blended learning activities should I choose?

The level of learning that students’ achieve is often dependent on the type of activities and assessment tasks, and whether they are aligned with the set objectives or desired learning outcomes. One useful framework for considering learning objectives and suitable activities is Bloom’s Taxonomy (Bloom, 1956), a hierarchical classification of the different objectives that are typically set for students. Figure 7 shows the key classifications for the framework, followed by example terms for each.

Higher-order thought and skills

Remembering

Creating

Evaluating

Analysing

Applying

Understanding

Generating new ideas, products, or ways of viewing things

Justifying a decision or course of action Breaking information into parts to explore

understanding and relationships Using information in another familiar situation

Explaining ideas or concepts

Recalling information

Figure 7: Bloom’s taxonomy

Bloom’s taxonomy has been recently revised to suit a blended learning environment (Churches, 2008). This revision includes suggestions for tasks that can be used to support particular objectives. For example:

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Level of learning Types of blended learning activities

Creating

Designing, constructing, planning, producing, inventing

Programming, filming, animating, video/blogging, mixing/re-mixing, web publishing, webcasting, directing or producing – used to create a film, presentation, story, program, projects, media product, graphic art, vodcast, advertisement, model.

Evaluating

Checking, hypothesising, critiquing, experimenting, judging, testing

Debate or panel (using webcasting, web conferencing, online chat or

discussion), investigating (online tools) and reporting (blog, wiki, presentation),

persuasive speech (webcast, web document, mind map-presentation mode), commenting/moderating/reviewing/posting (discussion forums, blogs, wiki, chat room, twitter) as well as collaborating and networking.

Analysing

Comparing, organising, deconstructing, interrogating, structuring

Surveying/polling, using databases, relationship mind maps, online SWOT

analysis, reporting (online charts, graphing, presentation or web publishing), mashing, meta-tagging.

Applying

Implementing, carrying out, using, executing, editing

Simulation games or tasks, editing or developing shared documents (wiki, video and sound tools), interviews (e.g., making podcast), presentation or demonstration tasks (using web conferencing or online presentation tools), illustration (using online graphic, creative tools).

Understanding

Interpreting, summarising, paraphrasing, classifying, explaining, comparing

Building mind maps, blog journaling, wiki (simple page construction), categorising and tagging, advanced internet (Boolean) searches, tagging with comments or annotations, discussion forums, show and tell (with audio, video

webcasting). Remembering

Recognising, listing, describing, identifying, retrieving, naming, locating

Simple mind maps, flash cards, online quizzes, basic internet searches (fact finding, defining), social bookmarking, Q & A discussion forums, chat, presentations.

Source: Adapted from Churches, 2008;

retrieved http://www.scribd.com/doc/8000050/Blooms-Digital-Taxonomy-v212

Many of the blended learning activities mentioned above may be unfamiliar or seem obscure to you. If you are interested in finding out more, go to the document by Andrew Churches (2008)

http://www.scribd.com/doc/8000050/Blooms-Digital-Taxonomy-v212. Visual examples are provided for most tools/activities. The activities in bold are described in the following sections.

Before deciding on a particular tool/application, it is important to first define your purpose for the activity. Also, don’t forget to consider the “General Design Principles” at the beginning of this section. If you know what you would like your students to do, but are not sure of an appropriate tool to use, then take a look at the blended learning possibilities in Figure 1 of this guide.

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Blended Learning Tool

Educational Purpose

Student collaboration Individual activity

Wiki üü üü

Blog ü üü

Discussion Board üü

Webcasting üü üü

E-portfolio ü üü

Online quizzes and surveys üü

In-class quizzes and polling üü

LAMS üü üü

Note: üü = very suitable; ü = can be used

Figure 8: Blended learning tools and purposes

Wiki

A wiki is simply a webpage or multiple web pages where users can collaborate to create and edit content including text, images and multimedia elements. Therefore a wiki is a very useful tool for group collaboration. Wikis can be used for a range of student activities, for example:

¾ Group work projects where students work together on a task or problem which culminates in the development of a collective essay or report, (e.g., a medical diagnosis, a product review or a legal brief); ¾ Producing collaborative resources (e.g., web site, glossary of terms, annotated bibliography).

A wiki can also be used for individual student activities such as:

¾ Reflecting on learning experiences during a workplace placement by making entries to an online journal; ¾ Students create a collection of their work to be used as evidence of their skills and achievements such as

in a portfolio.

Wikis can also be reviewed or assessed by peers, teaching staff or industry experts. Please see the section on “Assessment” for more information.

For staff and student guides (both technical and pedagogical) on using wikis in Learning@Griffith, visit:

Ü Blended Learning Support site > Using Learning@Griffith > Communication and collaboration tools> Wiki

“7 Things You Should Know About Wikis” (Educause Learning Initiative 2005):

Getting Started With. Blended Learning. Debra Bath and John Bourke

Blended Learning